【摘要】：《義務(wù)教育語(yǔ)文課程標(biāo)準(zhǔn)(2011年版)》(以下稱為“新課標(biāo)”)的總體目標(biāo)與內(nèi)容中對(duì)口語(yǔ)交際的描述是“學(xué)會(huì)傾聽(tīng)、表達(dá)與交流,初步學(xué)會(huì)運(yùn)用口頭語(yǔ)言文明地進(jìn)行人際溝通和社會(huì)交往�！薄镀胀ǜ咧姓Z(yǔ)文課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》的課程基本理念中提到“要使學(xué)生掌握語(yǔ)言交際的規(guī)范和基本能力,……”由此,我們可以看出對(duì)學(xué)生的口語(yǔ)交際能力的重視。交際化口語(yǔ)運(yùn)用規(guī)則的理解和把握是培養(yǎng)學(xué)生口語(yǔ)交際能力的關(guān)鍵�！靶抡n標(biāo)”中口語(yǔ)交際相關(guān)內(nèi)容的表述只是一個(gè)宏觀層面的引導(dǎo),至于交際時(shí)語(yǔ)言的規(guī)范標(biāo)準(zhǔn)及怎樣進(jìn)行人際溝通和交往,則沒(méi)有詳細(xì)的說(shuō)明。從達(dá)到學(xué)會(huì)交際的要求至學(xué)生會(huì)交際中間的過(guò)渡段屬于空白,即口語(yǔ)交際課程和教學(xué)內(nèi)容的不確定性及評(píng)價(jià)體系的空白,使我們廣大老師們?cè)诮淌诳谡Z(yǔ)交際時(shí)問(wèn)題叢生。本論文主要從語(yǔ)用學(xué)的理論視角試圖為當(dāng)下口語(yǔ)交際存在的問(wèn)題提供一個(gè)可靠的理論基礎(chǔ)和可行的路徑方案。具體內(nèi)容如下：第1章,緒論部分主要是對(duì)該研究的相關(guān)背景資料進(jìn)行的梳理,并陳述問(wèn)題提出的意義。第2章,首先指出我國(guó)口語(yǔ)交際課程內(nèi)容方面存在的問(wèn)題和不足,并對(duì)語(yǔ)用學(xué)相關(guān)的理論發(fā)展進(jìn)行梳理,在此基礎(chǔ)上闡述語(yǔ)用學(xué)對(duì)于口語(yǔ)交際課程內(nèi)容和實(shí)施策略重建的意義。第3章,關(guān)于口語(yǔ)交際的理論知識(shí)闡述。主要介紹的是基于語(yǔ)用學(xué)的理論視角對(duì)口語(yǔ)交際運(yùn)行的要素進(jìn)行分析,構(gòu)建口語(yǔ)交際運(yùn)行模式圖。另外對(duì)口語(yǔ)交際的禮貌、合作和話語(yǔ)規(guī)則的選擇等語(yǔ)用原則進(jìn)行詳細(xì)解讀。第4章,本章節(jié)的主要內(nèi)容是對(duì)口語(yǔ)交際課程內(nèi)容進(jìn)行建構(gòu),也是論文的核心部分和創(chuàng)新之處,解決的是口語(yǔ)交際課堂教學(xué)“教什么”的問(wèn)題。這一部分在借鑒澳大利亞維多利亞州課程標(biāo)準(zhǔn)的基礎(chǔ)上,基于口語(yǔ)交際的運(yùn)行影響因素為指標(biāo)展開(kāi)的口語(yǔ)交際課程內(nèi)容框架建構(gòu)。第5章,這一章節(jié)是針對(duì)口語(yǔ)交際課堂教學(xué)建議內(nèi)容展開(kāi)論述,具體包括口語(yǔ)交際的話題選擇、交際語(yǔ)境課程化設(shè)置和怎樣做到交際對(duì)話真實(shí)有效的問(wèn)題。文中最后對(duì)課堂教學(xué)的一些常見(jiàn)錯(cuò)誤案例進(jìn)行部分列舉、分析。附錄,整理了新課程標(biāo)準(zhǔn)中關(guān)于口語(yǔ)交際的相關(guān)表述和教材中口語(yǔ)交際內(nèi)容編排,并列舉和分析了基于語(yǔ)用學(xué)的口語(yǔ)交際現(xiàn)實(shí)生活和課堂教學(xué)中的優(yōu)秀案例,力圖為我們廣大教師們提供一些有價(jià)值、可參考的教學(xué)資源進(jìn)而更好的開(kāi)展口語(yǔ)交際課堂教學(xué)。
[Abstract]:The general goal and content of the Chinese Curriculum Standard for compulsory Education (2011 edition) (hereinafter referred to as the "New Curriculum Standard") is to "learn to listen, express and communicate". Learn to use oral language to conduct interpersonal and social communication in a civilized way. "in the basic concept of the course of the Chinese Curriculum Standard for General Senior High School (Experimental draft)", it is mentioned that "it is necessary for students to master the norms and basic abilities of language communication." Therefore, we can see the importance of students' oral communication ability. Understanding and grasping the rules of communicative oral communication is the key to cultivate students' oral communicative competence. The expression of the related contents of oral communication in the New Curriculum Standard is only a macro-level guide, but there is no detailed explanation of the standard of language in communication and how to communicate with each other. The transition from meeting the requirements of learning communication to the middle of students' communication is a blank, that is, the uncertainty of the course and teaching content of oral communication and the blank of evaluation system, which makes our teachers have a lot of problems in teaching oral communication. From the perspective of pragmatics, this thesis attempts to provide a reliable theoretical basis and feasible path scheme for the problems existing in oral communication. The specific contents are as follows: chapter 1, the introduction part is mainly to comb the relevant background data of the study, and to state the significance of the question raised. The second chapter first points out the problems and deficiencies in the content of oral communication curriculum in China, and combs the relevant theoretical development of pragmatics, and then expounds the significance of pragmatics in the reconstruction of the curriculum content and implementation strategy of oral communication. Chapter 3, the theory of oral communication. This paper mainly introduces the analysis of the elements of oral communication from the perspective of pragmatics, and constructs the pattern of oral communication. In addition, the pragmatic principles of oral communication, such as politeness, cooperation and choice of discourse rules, are explained in detail. In chapter 4, the main content of this chapter is to construct the course content of oral communication, which is also the core part and innovation of the thesis, which solves the problem of "what to teach" in the classroom teaching of oral communication. On the basis of using the Victorian curriculum standard for reference, this part constructs the content framework of oral communication curriculum based on the operational influencing factors of oral communication. In Chapter 5, this chapter is aimed at the teaching suggestion of oral communication, including the topic selection of oral communication, the curriculum of communicative context and the problem of how to achieve the real and effective communication dialogue. In the end, some common mistakes in classroom teaching are listed and analyzed. In the appendix, the author arranges the relevant expressions of oral communication in the new curriculum standard and the content arrangement of oral communication in the textbook, and enumerates and analyzes the outstanding cases of real life and classroom teaching in oral communication based on pragmatics. Try to provide some valuable and referential teaching resources for our teachers, and then better develop oral communication classroom teaching.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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